Explain The Challenges Of Transitioning Interpersonal Communication

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

Social interactions and relationships. Symptoms may include: substantial problems with developing nonverbal communication skills, such as making eye-to-eye contact, different facial expressions to express their feelings, and body stance. Those with ASD (Autism Spectrum Disorder) often fail to be able to establish friendships with children of their similar age. There is a lack of interest in

Choose five character or personal values that you feel are the most important and write a one page document. Explain why each one is important and make at least two strong points for each.

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

If students with ASD are not taught social emotional skills they will be greatly effected as adults. Research done has suggested that adults with ASD will often experience social isolation. Approximately one-half to two-thirds of these adults have no close friendships, and in the cases where friendships do occur they are often less close and less supportive than friendships had by adults in the general population (Orsmond, Shattuck, Cooper, Sterzing, and Anderson 2013). Studies have been done in Canadian and European populations and have found that fewer than half of adults with ASD participate in social events in the community such as attending church or special interest groups that would provide social opportunities (Orsmond, Shattuck,

ASD is a pervasive developmental disorder that consists of abnormal development and functioning of the brain. ASD may involve deficits in social behaviors, abnormalities in communication, cognitive delays, and repetitive behaviors (UC San Diego Autism Center of Excellence, 2016). ASD is a broad spectrum neurological disorder with a variety of symptoms affecting each individual differently (Debbaudt & Rothman, 2001). ASD involves severe impairments of reciprocal social interactions, impaired

Transitioning to adulthood can be an extremely hard time for individuals diagnosed with ASD. Adulthood brings about new responsibilities and many lifestyle changes that can not be made smoothly unless the individual has been pushed to develop and grow properly, and given the opportunity to thrive. Families often succumb to the stress of trying to raise a child with a disability, which can lead to abuse, neglect, and overall lack of care of the individual. There tends to be a higher divorce rate among families with ASD. In fact, the divorce rate is five times higher than those families with “normal” childhood development (Van Hecke, 2010). This can be due to the added stress ASD can cause on the family. Added stress can come from confusing, often contradicting interventions that doctors often recommend to the family. On average, children with ASD are put through seven different intervention programs at one time, which clearly puts financial strain on most families (Magro, 2016). Sibling relationships also tend to deteriorate over time as they get older and are not able to keep bonds

The ability for families to remain strong and thrive during difficult, emotional experiences in raising a child with ASD is new to ASD literature (Whitehead, et al. 2015). Families show individual coping responses such as avoidance, disengagement, self-blame, denial, and emotional venting (Whitehead, et al. 2015). In comparison, action oriented strategies include planning, acceptance, and positive transformations (Whitehead, et al. 2015). The combination of behavior and emotional problems exhibited by children with ASD are major contributors to family and caregiver stress (Whitehead, et al.

Several studies have been conducted which focuses the needs for a young child with ASD. The article by Brown et al. (2012) aims to discover the areas where there is an unmet need for information, services, and resources among the families of the school-aged child with ASD. The researchers use a cross-sectional survey to conduct the study among 101 Canadian families who have a school-aged child with ASD. The “Family Needs Questioner” (Siklos & Kerns, 2006, as cited in Brown et. al, 2012, p. 499) is used to complete the survey, and more questions are added by the researcher to further gather information about the family and their child with ASD (Brown et. al, 2012). The questionnaire has identified

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher education, this could decrease stress, anxiety as

For many adults diagnosed with ASD, taking the risk of leaving the security of a parent’s or relative’s home is driven by the desire for independence and involvement in community life. In 2011, the Autistic Self Advancement Network (ASAN), Self-Advocates Becoming Empowered (SABE), and the National Youth Leadership conducted 72 one-on-one interviews to ask persons diagnosed with ASD what they sought in a community. Most interviewees expressed they desired a community that:

When reflecting, it is important to consider how children with ASD communicate with adults or people in authority, as well as their peers. It is known there is a power relationship between teachers and students, which has a direct effect on the children’s development (Hayes & Matusov, 2005). In fact, the way in which teachers communicate with children has been found to have direct consequences on children’s language development (Dangel & Durden, 2010) and social interactions (Stanton-Chapman, 2015; Irvin, Boyd & Odom, 2014) both of which are important for those with ASD due to their specific deficits in these areas. It is possible that due to deficits in ToM and executive functioning, which are commonly recorded in ASD (Llaneza, et al.,

Social skill instruction for students with ASD should target individual needs. However, despite this variability, there is some

There are many things that we take for granted such as being able to tell when someone is upset or excited, being able to express how we feel, or the social norms of how to act in public. Individuals with an Autism Spectrum Disorder (ASD) struggle with these things. Everyday, individuals who have been diagnosed with an ASD have to learn how to deal with their feelings and try to understand the feelings of others. Additionally, those with advanced cases of an ASD struggle to communicate at all. Humans are very social beings and without having these skills it is very difficult to grow up to be a productive person in our society. The key to helping these individuals is to recognize the core traits that are causing them to not fully be able

When I was doing my task and journals the past week I faced some challenges. For example, developing complex structures was really challenging for me because I didn’t have a solid knowledge of basic grammar. Also I was disappointed with my development on the last important assignment (the CAP) and that was emotionally affecting me. Another equally important reason was the incorrect use of the punctuation marks. So when I really understood the reasons of my problems, I started to study harder all the basic and complex structures in order to be able to be a stronger and better writer.